Effect of a Simulation-Based Teaching Module on Intravenous Drug Administration Among Phase II MBBS Students in Pharmacology: A Competency-Based Medical Education Initiative

Background Pharmacology lectures focus on the knowledge domain, teaching various oral and parenteral routes of drug administration. Before the implementation of competency-based medical education (CBME), practical sessions aimed to enhance students' understanding of drug administration routes. However, after the CBME curriculum, soft and psychomotor skills are also being given importance. Demonstration of the correct drug administration method through the intravenous route minimizes errors in drug administration and helps in the early acquisition of knowledge and skills. Our study aimed to evaluate the effect of a simulation-based teaching module on intravenous drug administration and communication skills in pharmacology according to the CBME curriculum. Methodology This cross-sectional study was conducted among Phase II students in the Department of Pharmacology, Bharati Vidyapeeth (Deemed to be University), Medical College and Hospital, Sangli, Maharashtra, India, over three years. The teaching faculty first showed videos of intravenous drug administration to the students, followed by demonstrations on mannequins. We collected students' perceptions at the end of the session. Using the Objective Structured Practical Examination (OSPE) checklist, we also assessed students' practical skills of intravenous drug administration on mannequins. Results In total, 406 students participated in our study. Overall, 89.4% of students felt that learning the intravenous route of drug administration correctly on a mannequin would help in managing various patients. In total, 50% of students were evaluated through OSPE using a checklist. The students were found to be good at intravenous drug administration on the mannequin. Overall, 69% of students communicated about the procedure and alleviated apprehension. Moreover, 97.1% of students sterilized their hands before administering injections. Finally, 28.10% of students were unable to load the syringe properly. Conclusions The simulation-based teaching module on intravenous drug administration introduced by the CBME curriculum in practical classes was well accepted by students, who felt more confident in the injection technique on the mannequin. However, a few students needed more practice sessions. During practice sessions, the steps of intravenous injection, such as communicating with the patient before and after injection, applying and removing the tourniquet, and inserting the needle at the proper angle, should be emphasized.